Ha Taemin, Moon Jongho, Yu Hyeonho, Fan Xiaoping, Paulson Lisa
Department of Family, Nutrition, and Exercise Sciences, City University of New York-Queens College, New York, USA.
Department of Kinesiology, Montclair State University, New Jersey, USA.
Int J Behav Nutr Phys Act. 2025 Aug 23;22(1):113. doi: 10.1186/s12966-025-01811-x.
Rapid technological advancements have rendered many prior reviews of technology-integrated physical activity (PA) interventions in K-12 schools obsolete. A comprehensive analysis examining both the effects of these interventions and the specific roles that technology plays has been notably lacking. This review aimed to systematically examine the effects of technology-infused PA interventions and identify the specific types, roles, and contextual applications of technology within K-12 schools.
This systematic review adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. A thorough search across seven electronic databases (CINAHL, ERIC/EBSCOhost, PsycINFO, PubMed/MEDLINE, Scopus, SPORTDiscus, and Web of Science) included studies published up to May 20, 2024. Only randomized controlled trials (RCTs), cluster-RCTs, or rigorous quasi-experimental designs with matched/statistically controlled comparisons (N-RCTs) examining technology-infused PA interventions for school-aged children and adolescents were considered.
Fifty-eight studies met inclusion criteria. Wearable devices (e.g., accelerometers) were the most used for PA measurement. Other technologies like web-based platforms, mobile applications, and exergaming served as educational tools, communication platforms, or core intervention components. Interventions occurred primarily in classrooms, followed by physical education spaces, and extended to home/online environments, school breaks (e.g., recess), and before-school time. Overall, interventions positively affected PA levels and related outcomes (e.g., PA enjoyment), though effectiveness varied by technology type, design, and context.
Technology holds substantial potential to enhance PA promotion in schools, but its effectiveness hinges on well-designed interventions that consider the specific types and applications of technology.
快速的技术进步使得许多先前对K-12学校中技术融入的体育活动（PA）干预措施的综述过时。显著缺乏对这些干预措施的效果以及技术所起的具体作用进行的全面分析。本综述旨在系统地研究技术融入的体育活动干预措施的效果，并确定K-12学校中技术的具体类型、作用和情境应用。
本系统综述遵循系统评价和Meta分析的首选报告项目（PRISMA）指南。对七个电子数据库（CINAHL、ERIC/EBSCOhost、PsycINFO、PubMed/MEDLINE、Scopus、SPORTDiscus和Web of Science）进行全面检索，纳入截至2024年5月20日发表的研究。仅考虑针对学龄儿童和青少年的技术融入的体育活动干预措施的随机对照试验（RCT）、整群RCT或具有匹配/统计控制比较的严格准实验设计（N-RCT）。
58项研究符合纳入标准。可穿戴设备（如加速度计）最常用于体育活动测量。基于网络的平台、移动应用程序和运动游戏等其他技术用作教育工具、通信平台或核心干预组件。干预主要发生在教室，其次是体育教育空间，并扩展到家庭/在线环境、学校课间休息（如课间休息）和上学前时间。总体而言，干预措施对体育活动水平和相关结果（如体育活动乐趣）产生了积极影响，尽管效果因技术类型、设计和背景而异。
技术在增强学校体育活动推广方面具有巨大潜力，但其有效性取决于考虑技术具体类型和应用的精心设计的干预措施。
